Val Wass OBE FRCGP FRCP MHPE PhD Professor of Medical Education in Primary Care, Aberdeen University; Emeritus Professor of Medical Education, Faculty of Medicine & Health, Keele University, UK; Former Chair, WONCA Working Party on EducationVictor Ng MD CCFP(EM) MHPE FCFP ICD.D Assistant Dean Schulich School of Medicine and Dentistry, Western Canada; Associate Director, The College of Family Physicians of Canada; Chair, WONCA Working Party on Education

• Section I - Integrating FM into the UG curriculum: Seizing the opportunity Changing healthcare: Building the evidence for generalismDefining family medicineSocial accountabilityDeveloping an appropriate workforce for the futureAcademic primary care: The importance of family medicine leaders and role modelsBarriers for change and how to overcome theseSection II - What to aim for: Principles of curriculum design Humanism in family medicine Addressing population needs Addressing patient and family needs Competency-based curricula Designing an integrated curriculum Values-based education: Integrating professionalism into the curriculum The formal, informal, and hidden curriculaSection III - Integrating FM into the curriculum: how to achieve this Selecting for medical school entry: Nature or nurture? Early exposure to family medicine Family medicine placements: Apprenticeship learning Longitudinal integrated clerkships Interprofessional learning Experiential learning for undergraduate medical students Section IV - Teaching and learning: Methodologies Blended learning Clinical reasoning Communication skills Clinical and procedural skills Handling risk, uncertainty, and complexity Well-being Supervision, mentorship, and coaching Assessing clinical competencySection V - Assessment The principles of feedback Principles of assessment and assessment tools Struggling students and fitness to practise Quality improvement and evaluationSection VI - Evaluating teaching and learning across the curriculum Evidence-based practice: Medical education research Faculty development and continuous professional development

Val Wass OBE FRCGP FRCP MHPE PhD Professor of Medical Education in Primary Care, Aberdeen University; Emeritus Professor of Medical Education, Faculty of Medicine & Health, Keele University, UK; Former Chair, WONCA Working Party on EducationVictor Ng MD CCFP(EM) MHPE FCFP ICD.D Assistant Dean Schulich School of Medicine and Dentistry, Western Canada; Associate Director, The College of Family Physicians of Canada; Chair, WONCA Working Party on Education

• Section I - Integrating FM into the UG curriculum: Seizing the opportunity Changing healthcare: Building the evidence for generalismDefining family medicineSocial accountabilityDeveloping an appropriate workforce for the futureAcademic primary care: The importance of family medicine leaders and role modelsBarriers for change and how to overcome theseSection II - What to aim for: Principles of curriculum design Humanism in family medicine Addressing population needs Addressing patient and family needs Competency-based curricula Designing an integrated curriculum Values-based education: Integrating professionalism into the curriculum The formal, informal, and hidden curriculaSection III - Integrating FM into the curriculum: how to achieve this Selecting for medical school entry: Nature or nurture? Early exposure to family medicine Family medicine placements: Apprenticeship learning Longitudinal integrated clerkships Interprofessional learning Experiential learning for undergraduate medical students Section IV - Teaching and learning: Methodologies Blended learning Clinical reasoning Communication skills Clinical and procedural skills Handling risk, uncertainty, and complexity Well-being Supervision, mentorship, and coaching Assessing clinical competencySection V - Assessment The principles of feedback Principles of assessment and assessment tools Struggling students and fitness to practise Quality improvement and evaluationSection VI - Evaluating teaching and learning across the curriculum Evidence-based practice: Medical education research Faculty development and continuous professional development

Val Wass OBE FRCGP FRCP MHPE PhD Professor of Medical Education in Primary Care, Aberdeen University; Emeritus Professor of Medical Education, Faculty of Medicine & Health, Keele University, UK; Former Chair, WONCA Working Party on EducationVictor Ng MD CCFP(EM) MHPE FCFP ICD.D Assistant Dean Schulich School of Medicine and Dentistry, Western Canada; Associate Director, The College of Family Physicians of Canada; Chair, WONCA Working Party on Education

• Section I - Integrating FM into the UG curriculum: Seizing the opportunity Changing healthcare: Building the evidence for generalismDefining family medicineSocial accountabilityDeveloping an appropriate workforce for the futureAcademic primary care: The importance of family medicine leaders and role modelsBarriers for change and how to overcome theseSection II - What to aim for: Principles of curriculum design Humanism in family medicine Addressing population needs Addressing patient and family needs Competency-based curricula Designing an integrated curriculum Values-based education: Integrating professionalism into the curriculum The formal, informal, and hidden curriculaSection III - Integrating FM into the curriculum: how to achieve this Selecting for medical school entry: Nature or nurture? Early exposure to family medicine Family medicine placements: Apprenticeship learning Longitudinal integrated clerkships Interprofessional learning Experiential learning for undergraduate medical students Section IV - Teaching and learning: Methodologies Blended learning Clinical reasoning Communication skills Clinical and procedural skills Handling risk, uncertainty, and complexity Well-being Supervision, mentorship, and coaching Assessing clinical competencySection V - Assessment The principles of feedback Principles of assessment and assessment tools Struggling students and fitness to practise Quality improvement and evaluationSection VI - Evaluating teaching and learning across the curriculum Evidence-based practice: Medical education research Faculty development and continuous professional development